Unit: The American Revolution Unit Duration: 4 weeks
Part 1: The Events Leading Up to the American Revolution (1 week)
Part 2: Major Battles, Turning Point of the War, & Alliances with France & Spain (1 week)
Part 3: The Role of Women During the War & Significant Historical Documents (1 week)
Part 4: The Revolutionary War Outcome & a New Nation (1 week)
Lesson Title: Part 1: The Events Leading Up to the American Revolution Subject: Social Studies Author: Sharon Woods Grade Level: Fifth Grade (ages 10-11) Learner Information:
In the previous two weeks leading up to this lesson, the topic of American Colonization was discussed, including comparing and contrasting the New England, Middle, and Southern Colonies. Significant individuals have been identified who were responsible for the developoment of the colonies. In addition, political, economic, and social aspects of the daily lives of colonists have been discussed.
It's important at this point to analyze the learners in the classroom. Arrangements may need to be made for exceptional education students. If there are students with visual or hearing impairments, the teacher may need to adjust seating to make sure the students have no issues with viewing movies or listening to lectures. Other adjustments may also be needed depending on the classroom situation.
Overview:
This week, students will be introduced to the events that led up to the American Revolution, including the taxation of the colonists, the Boston Massacre, and the Boston Tea Party. We will discuss significant individuals who were influential in the break from England. This lesson is part of a four-week unit. In the next three weeks following this lesson, we will discuss the major battles of the Revolution, the "turning point" of the war, the significance of alliances in the outcome of the war, and the result of winning the war.
It is important for students to have an understanding of how America was built and how our government was formed. If the colonists had not stood up together against British control, our lives today might be very different. The American Revolution is the foundation to much of the history of the United States. Throughout this lesson, we will look at the war from both the American and British point of view because each side had a reason for fighting this war.
Standards: Sunshine State Standards
SS.5.A.1.2 - Utilize timelines to identify and discuss American History Time Periods.
SS.5.A.5.1 - Identify and explain significant events leading up to the American Revolution.
SS.5.A.5.2 - Identify significant individuals and groups who played a role in the American Revolution.
LA.5.5.2.1 - The student will listen and speak to gain and share information for a variety of purposes, including personal interviews, dramatic and poetic recitations, and formal presentations.
LA.5.5.2.2 - The student will make formal oral presentations for a variety of purposes and occasion, demonstrating appropriate language choices, body language, eye contact, and the use of gestures, the use of supporting graphics (charts, illustrations, images, props), and available technologies.
NETS-S Standards 2 (a-d)
Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
communicate information and ideas effectively to multiple audiences using a variety of media and formats.
develop cultural understanding and global awareness by engaging with learners of other cultures.
contribute to project teams to produce original works or solve problems.
3 (a-d)
Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information. Students:
plan strategies to guide inquiry.
locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
evaluate and select information sources and digital tools based on the appropriateness to sepcific tasks.
process data and report results.
Objectives
Knowledge: Fifth grade students will be able to describe how the Colonists and British felt before the start of the American Revolution with 75% accuracy.
Knowledge: Fifth grade social studies students will be able to match important vocabulary terms related to the American Revolution with their definitions with 90% accuracy when provided with terms and a list of possible definitions.
Comprehension: Fifth grade social studies students will be able to arrange important events leading up to the American Revolution in the correct order of occurence with 90% accuracy when provided with a list of events.
Application: While working in groups, fifth grade social studies students will use the internet and available texts to research and produce a five minute powerpoint presentation about an assigned person's or group's role prior to, during, or after the American Revolution providing at least three supporting details.
Analysis: Using Kidspiration software, fifth grade social studies students will generate a mind map about a person or event that led to the start of the American Revolution, naming at least three supporting details.
Synthesis: Using Microsoft Word, fifth grade social studies students will be able to write a minimum of three newspaper articles on events leading up to the American Revolution.
Evaluation: In a paragraph summary, fifth grade social studies students will compare and contrast the reasons for both the British and the American Colonists to fight the Revolutionary War with the ability to name at least one reason for each side.
Methods
Cooperative Learning: This lesson includes group projects, in which the groups have been assigned including students at all levels in each group.
Direct Instruction: This method will be used when the teacher gives direct, specific instructions on what is expected by the students.
Social Skills Instructions: This method will be used during group projects and our class debate.
Note Taking: This method is a way of taking information and putting it into the student's words.
Time Management: This is a difficult technique, but this lesson includes many items for this week that are time sensitive to stay on track.
Materials Needed
Computer printer paper, ruler, and colored pencils
Teacher's computer and internet access with a doc cam or digital projector
20 Netbooks with wireless internet access (6 are in class, 14 are part of the wireless mobile lab)
Kidspiration software
Powerpoint software
Microsoft Word
20 Flash drives
Activities and Procedures Monday
Prior to class, students should have read chapter five in their textbooks. Chapter five focuses on the events that led to the start of the American Revolution. We will start the class with the teacher reading a short section of If You Lived at the Time of the American Revolution by K. Moore aloud. This section describes what life was like before the Revolution and introduces the students to this week's lesson. (5 minutes)
Class Discussion (25 minutes)
Ask the students: "Why didn't Britain want to give the Colonies their independence?"
The British were afraid that American independence would set an example and encourage colonies to revolt as well. At that time, the British Empire controlled large areas in many regions of the world. A string of revolutions would make the Empire much more difficult to control.
The British were also concerned about the access to cheap natural resources that they had from the American colonies. Keeping control over the colonies was a way of protecting British economic interests.
After watching the BrainPOP video, divide the class into two groups, arranging their desks to face the center of the room. The teacher will explain to the students that one group will act as the British and the other group will act as the American Colonists. The teacher will begin the debate by asking, "How do you think the Colonists and British felt before the American Revolution?" The teacher should tell the students to take into account the information they have read in the textbook and what they have seen in the video just watched. Students will be reminded to be polite and respectful. This is a debate, but we will not speak over other students or be disrespectful in any other way. If the debate gets out of control, students will arrange their desks in order again and will each write a one page summary to answer this question. (Objective 1)
Class Assignment (20 minutes)
Students will use the wireless netbook computers to complete Scavenger Hunt 2 on the class wiki. This assignment is due at the conclusion of class.
Hand out the American Revolution Scavenger Hunt.doc. If students need additional space, they can attach a sheet of notebook paper with their responses. This is an individual assignment.
Class Wrap-Up & Homework Assignment (5 minutes)
Arrange the desks back in original rows.
For homework, students need to:
On a sheet of notebook paper, define the vocabulary words listed on the Student Activity Page of the class wiki. The teacher should show the students the words so they may copy them down. This is due Tuesday.
Students should continue to read chapter 5 in their textbooks if they have not already completed it.
Tuesday
We will begin class today by collecting last night's vocabulary homework, discussing the Boston Massacre, and watching a video about the events leading up to the American Revolution. Following our lecture and discussion, we will introduce our group project research.
Class Discussion (30 minutes)
Lecture Topic: What was the Boston Massacre?
The Boston Massacre took place in 1770. British troops were sent to Boston to maintain order because the colonists were protesting British taxes and laws. Gangs of rowdy men tormented the troops, so the soldiers fired shots into the rioting crowd. They killed five men. Although the British tried the captain of the troops, along with his men, for murder, the incident was used to whip up anti-British sentiment among the colonists.
Watch the Events Leading Up to the Revolutionary War video.
Discuss the meanings of the words and how they apply to the American Revolution.
Group Project Assignment (20 minutes)
Students will be placed in groups of three-four and will arrange their desks in circles with their group members. Students will use the next 20 minutes to plan for researching their assigned topic. Most of the research for group projects will need to be completed at home using the textbook and available resource books that may be borrowed from the library or the classroom collection. Students may also use the classroom netbooks during free time or the internet (if available) at home. (Objective 4)
Each group will be assigned a topic to research and prepare a three-five minute powerpoint presentation about.
Sally, Sarah, John, & Austin: George Washington
Rebecca, Jason, Courtney, & Brian: Thomas Paine
Vanessa, Logan, Zack, & Micheal: John Adams
Tanisha, Billy, Ian, & Juan: Benjamin Franklin
Anthony, Mason, Andrew, & Tatianna: Sons of Liberty
All research will be needed for class on Wednesday to complete powerpoint presentations.
In the presentation, students should discuss important dates and activities related to the American Revolution that their assigned person or group were involved in. All groups will present on Friday of this week as a segway into next week's lesson.
Wednesday Group Project Assignment (30 minutes)
Students will meet with their group members and organize their research to create their powerpoint presentations. (Objective 4)
In the presentation, students should discuss important dates and activities related to the American Revolution that their assigned person or group were involved in. All groups will present on Friday of this week as a segway into next week's lesson.
Students may print their powerpoint slides using the wireless printer when they have finished the powerpoint. This will allow the group members to prepare for their presentation on Friday.
Class Assignment (20 minutes)
Students will use netbooks computers to research and create a mind map using Kidspiration software. Students may choose an event or a person that is associated with the cause of the American Revolution. Students will use this assignment to create a one-page newspaper during class on Thursday. (Objective 5)
Inspiration mind maps should have one main idea with three supporting topics. Each supporting topic should have three sub-topics. A minimum of five graphics should be included on the mind map.
Mind maps will be printed via the wireless printer and graded. Students will be given the mind maps on Thursday at the start of class to use for their newspaper articles.
Create a timeline of the events leading up to the American Revolution.
Students will be given two sheets of computer printer paper, a ruler, and colored pencils to use at home for this assignment.
Timelines should be neat and organized, with events in the correct order. Students may use their dictionary and textbook to look up additional information and correct spelling. Timelines should include dates for at least five events. (Objective 3)
Timelines are due on Thursday and will be graded according to this week's lesson rubric. Students will add this timeline to their timeline notebooks that we have been working on throughout the school year. The teacher will hole-punch the assignment for the students prior to returning.
Thursday
Homework assignment timelines will be collected from students. Students will use their mind maps to create a one-page newspaper that will be displayed during next Tuesday's Open House.
Review (5-10 minutes)
Briefly review the Revolutionary War timeline on Dipity.com.
Students will use the mind maps they prepared yesterday as outlines to create a one-page newspaper. (Objective 6)
The newspaper will be one-page in length and should include:
A newpaper title with appropriate date for the topics of the articles
Three articles at least one paragraph in length each
Three graphics
Appropriate design and correct spelling and grammar
Articles may be from a person or group's point of view of an event, about an event that has occurred, or a call to action. This is a creative thinking project.
Students will again utilize the wireless netbooks for this project. This is an individual assignment. Students will save the completed project on flash drives.
Upon completion, students will print their newspapers using the wireless printer and graded according to this week's lesson rubric. Newspapers will be displayed on the class bulletin board for the upcoming Open House.
Class Wrap-Up (5 minutes)
Students should shut down and return netbook computers to appropriate location.
Students may meet with their groups to do final planning on presentations for tomorrow.
Reminder: Students will have a test tomorrow covering the taxes and laws, Boston Tea Party, and Boston Massacre as well as vocabulary terms discussed this week.
Extra Credit Assignment: Students may earn five points extra credit by completing the extra credit assignment on the class wiki. To earn the extra credit, students should go to the History page on the class wiki and click on This Day in History. Students need to write a one paragraph summary about the This Day in History topic and turn in on Friday. If students do not have access at home to the internet, they may complete this assigment on Friday in class.
Friday Class Activity (20 minutes)
Group Project Presentations: Each group will present their powerpoint topic to the class. Grading will be done in accordance with the lesson rubric. If we run out of time before all groups present, we will continue the presentations on Monday.
Test (25 minutes)
The Events Leading Up to the American Revolution Test.docx is 15 questions in length and includes matching, true/false, and multiple choice. Students will complete this test independently. (Objective 7-short answer question meets this objective)
Extra Credit (5-10 minutes)
Students may use this time to complete the extra credit assignment on the class wiki History page.
Assessment
Students will be provided a lesson rubric on Monday. The rubric covers possible points for the entire week's activities. The American Revolution Grading Rubric.docx is attached for reference.
Lesson Evaluation In order to assess student learning, I would walk around the classroom, observing the group participation and collecting both the individual and group assignments to be reviewed and graded. This lesson plan would be measured against the students’ activity grades and the test at the conclusion of this lesson. If accuracy percentages and objectives are met, this lesson would not need revision. However, if accuracy objective percentages are not met, this lesson plan would need to be revised to include additional practice and review of information, including time management adjustments.
LESSON PLAN
Unit: The American Revolution
Unit Duration: 4 weeks
Lesson Title: Part 1: The Events Leading Up to the American Revolution
Subject: Social Studies
Author: Sharon Woods
Grade Level: Fifth Grade (ages 10-11)
Learner Information:
In the previous two weeks leading up to this lesson, the topic of American Colonization was discussed, including comparing and contrasting the New England, Middle, and Southern Colonies. Significant individuals have been identified who were responsible for the developoment of the colonies. In addition, political, economic, and social aspects of the daily lives of colonists have been discussed.
It's important at this point to analyze the learners in the classroom. Arrangements may need to be made for exceptional education students. If there are students with visual or hearing impairments, the teacher may need to adjust seating to make sure the students have no issues with viewing movies or listening to lectures. Other adjustments may also be needed depending on the classroom situation.
Overview:
This week, students will be introduced to the events that led up to the American Revolution, including the taxation of the colonists, the Boston Massacre, and the Boston Tea Party. We will discuss significant individuals who were influential in the break from England. This lesson is part of a four-week unit. In the next three weeks following this lesson, we will discuss the major battles of the Revolution, the "turning point" of the war, the significance of alliances in the outcome of the war, and the result of winning the war.
It is important for students to have an understanding of how America was built and how our government was formed. If the colonists had not stood up together against British control, our lives today might be very different. The American Revolution is the foundation to much of the history of the United States. Throughout this lesson, we will look at the war from both the American and British point of view because each side had a reason for fighting this war.
Standards:
Sunshine State Standards
NETS-S Standards
2 (a-d)
- Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
- interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
- communicate information and ideas effectively to multiple audiences using a variety of media and formats.
- develop cultural understanding and global awareness by engaging with learners of other cultures.
- contribute to project teams to produce original works or solve problems.
3 (a-d)Objectives
Methods
Materials Needed
Computer printer paper, ruler, and colored pencils
Teacher's computer and internet access with a doc cam or digital projector
20 Netbooks with wireless internet access (6 are in class, 14 are part of the wireless mobile lab)
Kidspiration software
Powerpoint software
Microsoft Word
20 Flash drives
Activities and Procedures
Monday
Prior to class, students should have read chapter five in their textbooks. Chapter five focuses on the events that led to the start of the American Revolution. We will start the class with the teacher reading a short section of If You Lived at the Time of the American Revolution by K. Moore aloud. This section describes what life was like before the Revolution and introduces the students to this week's lesson. (5 minutes)
Class Discussion (25 minutes)
Class Assignment (20 minutes)
Class Wrap-Up & Homework Assignment (5 minutes)
Tuesday
We will begin class today by collecting last night's vocabulary homework, discussing the Boston Massacre, and watching a video about the events leading up to the American Revolution. Following our lecture and discussion, we will introduce our group project research.
Class Discussion (30 minutes)
Group Project Assignment (20 minutes)
Wednesday
Group Project Assignment (30 minutes)
Class Assignment (20 minutes)
Class Wrap-Up & Homework Assignment (5 minutes)
Thursday
Homework assignment timelines will be collected from students. Students will use their mind maps to create a one-page newspaper that will be displayed during next Tuesday's Open House.
Review (5-10 minutes)
Start of the American Revolution on Dipity.
Class Activity (40-45 minutes)
Class Wrap-Up (5 minutes)
- Students should shut down and return netbook computers to appropriate location.
- Students may meet with their groups to do final planning on presentations for tomorrow.
- Reminder: Students will have a test tomorrow covering the taxes and laws, Boston Tea Party, and Boston Massacre as well as vocabulary terms discussed this week.
- Extra Credit Assignment: Students may earn five points extra credit by completing the extra credit assignment on the class wiki. To earn the extra credit, students should go to the History page on the class wiki and click on This Day in History. Students need to write a one paragraph summary about the This Day in History topic and turn in on Friday. If students do not have access at home to the internet, they may complete this assigment on Friday in class.
FridayClass Activity (20 minutes)
Test (25 minutes)
Extra Credit (5-10 minutes)
Assessment
Lesson Evaluation
In order to assess student learning, I would walk around the classroom, observing the group participation and collecting both the individual and group assignments to be reviewed and graded. This lesson plan would be measured against the students’ activity grades and the test at the conclusion of this lesson. If accuracy percentages and objectives are met, this lesson would not need revision. However, if accuracy objective percentages are not met, this lesson plan would need to be revised to include additional practice and review of information, including time management adjustments.